Download or read book Identifying Developmentally Effective Experiences and Self Authorship Among Professional Masters Athletic Training Students written by Sarah Myers and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Context. An understanding of valuable as well as ineffective learning experiences from the perspective of the professional masters (PM) athletic training student and how their level of development connects to these perceptions is needed to continue to encourage growth in the adult learner, a new type of scholar in many athletic training education programs (ATP). Objective. Develop an understanding about the learning experiences that resonate positively and negatively with second year PM athletic training students, both in the classroom as well as in their clinical education. Create a theory about developmental level and perceptions of learning. Design. Exploratory, qualitative using a general inductive approach and aspects of grounded theory. Setting. Division 1 CAATE athletic training programs. Participants. 12 participants (9 female, 3 male; 24 2 years old). Data Collection and Analysis. Participants engaged in a semi-structured video conference interview. Data were analyzed using aspects of general inductive approach and grounded theory to evaluate the raw data from the interviews. Reaching data saturation, peer review, and member checks were used to establish credibility. Results. The valuable learning experience needed to prepare masters level athletic training students for educational success is the clinical experience which offers opportunities to practice autonomy and hands-on learning. Two main categories emerged from the data describing negative or ineffective aspects of learning: course design and educator effectiveness. From a developmental perspective, participants exhibited meaning making in two distinct ways: external guidance and transformative learning experiences. The developmentally effective experience that was the catalyst for deeper meaning making was the clinical experience. Conclusion. Athletic training students highly value aspects of their education best delivered in a clinical setting but do not value all aspects of their education, especially those delivered in a traditional didactic setting. Educators should seek opportunities to fine tune their course design and find ways to increase effectiveness as educators. Additionally, considerations regarding the developmental level of students should be made by instructors when creating effective learning experiences.

Download or read book Assessing Self authorship Among Athletic Training Students written by Jeffrey G. Williams and published by . This book was released on 2016 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the nature and development of self-authorship among athletic training students. A cross-sectional, survey design was used and students enrolled in Commission on Accreditation of Athletic Training Education (CAATE) accredited professional athletic training degree programs were included as participants. Systematic sampling was used to recruit participants from the target population. Participants were recruited through batch email addresses of non-certified student members of the National Athletic Trainers' Association (NATA) membership database.

Download or read book Professional Master s Athletic Training Students Career Influences written by Ryan D Nokes and published by . This book was released on 2020 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: Context: As athletic training education continues its transition to a professional master's degree, it is essential to understand how professional master's athletic training students' professional experiences influence their perceptions of athletic training and their career intentions after graduation. Objective: 1) To examine second-year professional master's athletic training students' perceptions of athletic training and identify the factors that influenced their perceptions. 2) To examine the career intentions of second-year professional master's athletic training students and identify the factors that influenced their intentions. Design: Convergent mixed-methods. Setting: Online surveys and individual phone interviews. Patients or Other Participants: A total of 80 second-year professional master's students who graduated in 2019 completed the online survey. Ten survey respondents elected to participate in the follow-up phone interviews. Data Collection and Analysis: We created an online survey and semi-structured interview guide to answer the research questions. We validated the instruments using a content validity index tool. The data from both methodological approaches were blended. As a result, we displayed our findings in one comprehensive results section. We established trustworthiness through triangulation, member checks, memos, and peer debriefing. Results: Five higher-order themes emerged from the data. 1) Perceptions of the athletic training profession: lack of appreciation and awareness for the profession from others, rewarding profession, and dynamic profession. 2) Perceptions of a career in athletic training: low pay, long hours and inconsistent schedules, and inability to have work-life balance. 3) Factors influencing perceptions: clinical experience, interactions with athletic trainers, interactions with the general public, and interactions with other healthcare professionals. 4) Career progression: short-term career plans, concerns over lack of experience, and long-term career plans. 5) Factors influencing career intentions: clinical experience and mentorship. Conclusions: Second-year professional master's athletic training students developed positive and negative perceptions of the athletic profession and a career in the professional during their professional education experiences. Additionally, their professional education experiences allowed them to develop career paths and career goals after graduation. The factors identified were all key socializing agents to the profession and had a profound impact on how they developed their perceptions of athletic training and career paths. The mentorship they received from their clinical preceptors and faculty members were also influential to the development of their career goals and career intentions after graduation.

Download or read book Mechanisms of Persistance in Students Enrolled in Professional Master s Athletic Training Programs written by Christine Dara Reyes and published by . This book was released on 2020 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed-methods study aims to address the existing gap of knowledge relating to persistence factors of students enrolled in Professional Master's Athletic Training Program (PM-ATP) and determine whether self-identified qualitative coping mechanisms utilized by these students are, or are not, reflective of the student's quantitatively assessed resiliency and burnout potential.

Download or read book A Phenomenological Study of Professional Master s Athletic Training Graduates Lived Clinical Experiences written by Laura Ann Wamsley and published by . This book was released on 2018 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to describe the shared clinical experiences of post Spring 2014 graduates of CAATE-accredited professional master’s degree programs. The theories guiding this qualitative study were Kolb’s (1984) experiential learning theory as it theorizes that students learn best through experiences, such as clinical education (Witt, Colbert, & Kelly, 2013), and Astin’s (1999) student involvement theory that claims that the effectiveness of any educational policy or program is directly related to the capacity of that policy or practice to increase student involvement, meaning that a clinical education program that is designed to encourage student involvement will be more successful than programs that lack efforts to increase involvement. The researcher sought to answer the question of how master’s level athletic training program graduates describe their clinical education experiences. Qualitative data was collected through semi-structured interviews, asynchronous online focus group discussion forums, and prompted journaling. Research participants were graduates of master’s entry-level athletic training programs post Spring 2014. Data collection occurred in-person, on the telephone, and via the Internet. Data was analyzed by the researcher using transcendental phenomenological coding methods. The phenomenon was described as an active experience that required hard work and was influenced by the preceptors and resources available during clinical education.

Download or read book The Effects of the COVID 19 Pandemic on the Experiences of Entry Level Master of Athletic Training Students written by Caitlin Hargrave and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Context: The COVID-19 pandemic impacted the delivery of higher education during the 2020 spring semester. Specifically, various components of the anticipatory socialization process for professional Master of Athletic Training student, such as in-person and hands-on learning, were abruptly halted as a result of the COVID-19 pandemic. Objective: Develop an understanding of the effects of the COVID-19 pandemic on the educational experiences and mental health of entry-level Master of Athletic Training students. Design: Qualitative phenomenological study Setting: Higher education institutions with professional Master of Athletic Training programs Participants: Fourteen students (9 female, 5 male; average age = 26 ± 4 years) who were enrolled in a professional Master of Athletic Training program during the 2020 spring semester participated in our study. Data Collection and Analysis: One-on-one virtual Zoom interviews were conducted using a semi-structured interview guide. Interviews were recorded and transcribed following their conclusion, and transcripts were analyzed using a phenomenological approach. Credibility was achieved through peer review, data saturation, and multiple-analyst triangulation. Results: Three major themes emerged from the data, including educational impact and emotional impact. Each major theme encompasses a myriad of subthemes. Educational impact subthemes include: 1) didactic challenges, 2) didactic benefits, 3) clinical challenges, 4) clinical benefits, and 5) strategies for success. Subthemes for emotional impact include: 1) mental health, 2) physical health, and 3) stress-relief techniques, and 4) strategies for success. Conclusions: Distance learning presented challenges for students, such as communication barriers, decreased motivation, and work-life balance guilt. It also highlighted the potential benefits of providing breaks in education on student wellness and success. These findings should be considered as programs continue to transition to entry-level master's programs that utilize clinical immersion and distance learning.

Download or read book Perceptions of Support Networks During the Graduate Assistant Athletic Trainer Experience written by Stephanie H. Clines and published by . This book was released on 2014 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Phenomenology of the Experiences of Secondary Athletic Trainers with Athletic Training Student Aides in a Sports Medicine Career Technology Education Pathway in Texas written by Amanda Marie Andrews and published by . This book was released on 2021 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: The intended purpose of this qualitative transcendental phenomenological study was to describe the experience of athletic trainers in the secondary school setting who supervise career technology education (CTE) health science students in the sports medicine pathway at high schools in Texas. Through the lens of the social cognitive career theory (Lent, Brown, & Hacket, 2006) as a theoretical framework, this study will answered the central research question: What is the lived experience of secondary school athletic trainers in Texas supervising CTE pathway athletic training student aides? Sub-questions sought to further explore the participants’ relationship to student self-efficacy in career exploration and career choice. Purposeful, criterion-based sampling with maximum variation was utilized to procure volunteer participants experiencing the phenomenon of being a secondary athletic trainer with athletic training student aides in the CTE health science sports medicine pathway at high schools in Texas. Data was collected through open-ended semi-structured interviews, focus groups, and journaling then analyzed according to phenomenological procedures as outlined by Moustakas’ (1994).

Download or read book Athletic Training Students Mental Health Recognition and Referral Skills written by Alyssa S. Anderson and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Context: Increased prevalence of mental health conditions has exposed gaps in the educational preparation of athletic training students. Identifying effective pedagogical strategies to increase knowledge and confidence in the recognition and referral of mental health conditions is imperative. A standardized curriculum, such as Mental Health First Aid (MHFA) training, is promising, as is the use of standardized patient (SP) encounters and case-based learning (CBL); however, there is a lack of evidence to determine best practice for achieving these learning goals. The purpose of this study was to examine the effect of MHFA training on students' knowledge and confidence and compare the use of CBL and SP encounters following MHFA training. Further, we sought to explore students' perceptions of the CBL and SP encounters. Methods: This study used a sequential, explanatory mixed-methods design with 2 phases: 1) randomized controlled trial with pre-test, post-test design, and 2) individual interviews. The study was set in an online learning environment using Zoom. A convenience sample of 70 students from graduate level CAATE-accredited professional athletic training programs participated in this study. Twenty-two participants were interviewed. All participants completed MHFA training followed by no intervention, and SP encounter, or CBL activity. A validated electronic knowledge assessment and self-reported confidence scale measured knowledge and confidence with mental health recognition and referral at the study's commencement and after intervention. A mixed-model ANOVA with an a priori alpha level set a p

Download or read book Influences Impacting the Development of Entry level Masters Athletic Training Programs written by Jennifer E. Deranek and published by . This book was released on 2015 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: Athletic training is an allied health profession in which individuals receive education in prevention, emergency care, clinical diagnoses, therapeutic intervention and rehabilitation for injuries and medical conditions. Currently, the route for an individual to become a certified athletic trainer is to graduate from an institution accredited by the Commission on Accreditation of Athletic Training Education. Most commonly, entry level education for athletic trainers is gained at the 331 institutions that host a bachelors level professional program. However, there is a recent desire to change the educational requirements and to require a professional masters degree. If the degree change would occur, athletic training would have a stronger alignment with other health care professions and support the increasing knowledge base needed for certified athletic trainers. If a degree change is mandated, there is the potential for significant programmatic changes at the institutions which currently host baccalaureate athletic training programs. Program development is influenced by many factors within the institution and also external factors. The purpose of this research was to examine which of those factors have influenced the development of six current entry level masters athletic training program. Using a multiple case study design, 11 individuals were interviewed on the processes and influences that impacted the creation of the CAATE accredited entry level masters athletic training programs. Although each institution had a unique journey in the development of their professional masters program, the most common influential factors on the development of these programs were institutional support, faculty load and structure, resources, graduate work expectation, and accrediting agencies. This research helps to provide a guiding framework for a substantive degree change and can help institutions navigate through the process of changing degree requirements.

Download or read book Clinical Experience s Role in Professional Socialization as Perceived by Entry level Athletic Trainers written by Susan Welch Stevens and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "Clinical experiences are integral to the education process in many professions. Professional socialization is one area of students' development enhanced by clinical experience. Professional socialization includes learning in the affective domain by experiencing moral, ethical and legal practice as well as developing confidence in students' clinical practice. This study examined the role of clinical experience for professional socialization in Commission on Accreditation of Allied Health Education Programs (CAAHEP) accredited athletic training education programs. This was done by examining entry-level athletic trainers' perceptions of the importance of four common clinical experiences in the development of selected affective domain educational competencies. These experiences were peer practice, approved clinical instructor (ACI) instruction, practice coverage and game coverage. The affective domain competencies were chosen because they included aspects of professional socialization such as role identity and moral ethical and legal practice of athletic training. A quantitative, researcher developed, web based survey was designed and used to collect perception data from newly certified athletic trainers who had graduated from a CAAHEP accredited athletic training education program. While all four common clinical experiences were reported as important to subject mastery of the competencies, ACI instruction and practice coverage were reported to be more important than both peer practice and game coverage. These results are important to athletic training educators as they try to develop the best possible combination of classroom, laboratory and clinical experience to better prepare future generations of confident and successful practicing athletic trainers."--Abstract from author supplied metadata.

Download or read book Research in Education written by and published by . This book was released on 1974 with total page 974 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

Download or read book Creating Contexts for Learning and Self authorship written by Marcia B. Baxter Magolda and published by Vanderbilt University Press. This book was released on 1999 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is intended to help college faculty create conditions in which students learn to construct knowledge in their disciplines and achieve self-authorship. A significant and often overlooked dimension mediating learning and self-authorship centers on learners' ways of knowing, or their assumptions about the nature, limits, and certainty of knowledge. A learner who assumes that all knowledge is certain expects to hear answers from an authority figure; in contrast, a learner who views knowledge as relative expects to explore multiple viewpoints. By taking a constructive-developmental approach, the author demonstrates how students' ability to construct knowledge is intertwined with the development of their assumptions about knowledge itself and their role in creating it. She shows how the structure of constructive-developmental teaching hinges on three principles: validating students' ability to know, situating learning in students' experience, and defining learning as teachers and students mutually constructing meaning. The book also takes abstract pedagogical principles and translates them into practical approaches.--

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Current Index to Journals in Education written by and published by . This book was released on 2001 with total page 902 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Student Development in College written by Nancy J. Evans and published by John Wiley & Sons. This book was released on 2009-11-05 with total page 616 pages. Available in PDF, EPUB and Kindle. Book excerpt: The second edition of Student Development in College offers higher education professionals a clear understanding of the developmental challenges facing today's college students. Thoroughly revised and updated, this edition includes new integrative theories of student development, expanded coverage of social identity theories, a targeted focus on higher education-related research, a current review of student development research and application, and reconceptualization of typology theories as a way to understand individual differences. Praise for the Second Edition of STUDENT DEVELOPMENT IN COLLEGE "Student Development in College is a rich, comprehensive exploration of the major theoretical perspectives that inform development. The authors' attention to nuances and complexities results in a substantive history of theory development and a careful story about how various perspectives evolved yielding contemporary theorizing. The book is a masterful blend of theoretical lenses and their use in designing developmentally appropriate practice for diverse populations of contemporary college students. It is an excellent resource for all educators who work on college campuses." Marcia Baxter Magolda, Distinguished Professor, Educational Leadership, Miami University "This is an invaluable work for anyone seeking an introduction to college student development theories or those seeking to update their existing knowledge. It offers a thorough and complex review of both the foundational theories and the newer often more culturally relevant theories and models." Raechele L. Pope, program coordinator, Higher Education Program, University at Buffalo "The original book was a tremendous contribution to the field of higher education and especially student affairs. After more than ten years, this revision is a timely and focused enhancement to the literature that nurtures quality professionals to think differently about topics relevant to our field. Well done a second time around!" Gregory Roberts, executive director, ACPA College Student Educators International